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(Reply posted on behalf of Betty Marshall)
It seems to me that the teacher has placed you in a very difficult position. You want to do what is best for the student, and you are trying to follow the Guidelines (which outline the best practices according to other tactile graphics experts), but if you are working with the teacher and the material is being used by only that student, you will probably have to comply with the teacher.
If the student gets used to seeing the images in conjunction with the actual shapes during the school year, they may be able to handle the test material, but this is a very difficult concept to grasp!! You could check with the teacher to see whether she will allow you to show a top (or bottom) view as well as a side view for each object. Again though, the student has to work with the actual shapes in order to learn how to put the images together mentally in order to determine the shape.
I have transcribed several provincial tests (equivalent to State exams), and they have always stated that classroom manipulatives are allowed to be used.
Sorry that I cannot be of more help. I have also checked with the chair of BANA’s test committee to see if she can offer any further comments/suggestions.Betty
[quote=jbb]Am I correct to use the Nemeth boldface indicator even in non mathematical sections of the book?[/quote]
I’d apply Rule V. section 34.b, along with relevant sections of Braille Formats.
But that’s just me.
Larry, thank you!
I already did the pedaling as you suggested – hurrah!
I did also move the annotations to a separate section (pages) at the end of each piece.
What I DIDN’T do (and perhaps SHOULD do?) is change them to numbered references instead of putting them in list-form by measure-number. This would require that I re-format the music to include a footnote indication within each of the 19 annotated measures of the piece. If that is more accurate, I will do so before sending the volumes off to the client.
Thank you again for your help.
ChristinaHere is (more or less) how I’d do it. (Opinions expressed by this user are his own, and may not reflect the opinion of the experts at this site.)
Your mileage may vary.
edited by braillepro on 3/24/2014That is the symbol I used for the paired electron dots. I was totally dissatisfied with the outcome. [attached]
Since this project has already shipped, I hope I haven’t hopelessly confused the student with my treatment.
Thanks for following up.
edited by braillepro on 3/24/2014We checked with someone knowledgeable in chemistry. Those are paired electron dots, so you would use 1456. Look at example 4.1.5-2 in the Chemistry Code book. It appears very similar to the example you attached.
My two colleagues have the same problem. The “solution” has been to keep them on Windows XP. Since the rest of us have Windows 7, that creates compatibility issues, so they have separate laptops for accessing other documents and sites. Our IT specialist says he may have a work-around, but it would involve deep alterations in the bowels of the computer. Sorry to give you basically a non-answer, but at least you know the problem does not rest solely with you.
Another transcriber said she was told to do it this way:
,,xi”.12It’s a decimal point and the roman numerals are not individual letters so they are double capped.
Just wanted to be sure due to the new updates for Nemeth.
Thank you.I have never considered showing superscript ordinals as superscript, but I can find no rule against it. Can someone point me to the applicable rule?
Thanks, in advance.
Dave Ruble
Quotation marks, opening and closing. The term is guillemets, pronounced GEE-uh-may, g as in get, often used in Europe. See Interim Manual Section 6.e(1). Sometimes they are inverted, as explained, but not in this example. Just substitute English quotation marks. However if BOTH guillemets and English quotation marks are used in the book, add a TN to explain that English quotation marks are used in braille for both. It’s explained in the Manual clearly.
–Joanna
